[SSI Learning] 全国高中学段研讨纪要（2021-06-16）
Minutes of the online meeting for SSI Learning project in high schools (06/16/2021)

为助推各校设计高质量的SSI-L活动方案，本期安排的高中学段在线沙龙活动于6月16日晚7:00至8:30在腾讯在线会议室进行。专家们与各高中基地校教师就当前SSI-L开展的进度进行了分享与讨论。全国高中学段负责人、人民教育出版社生物室谭永平主任主持本次活动。

首先，来自山西师范大学实验中学的杨莹老师分享学校开展SSI-L活动取得的进展。在学生学习效果方面，该校项目组发现学生整体课堂参与度有所提升，教师反馈语文学科学生参与度有所提升，学生期待进行课堂讨论，物理、数学等学科询问教师问题的学生人数增多。通过重点观察5位较活跃学生进行成绩跟踪，有三位学生成绩提升较大，另外两位成绩浮动不大，但是课堂活动表现良好。虽然无法将学生成绩的提升归因于参与SSI-L活动，但是该校项目组认为参与SSI-L活动对学生的发展有益处。例如，在语文课堂上，学生会更积极且思维更活跃。目前该校正在组织进行大唐电厂的实践活动，计划在暑期完成实践调查。杨莹老师还分享了一位学生在参与SSI-L活动时自信地表达观点的视频，介绍了该生从腼腆到积极参与课堂发表观点的变化。杨莹老师介绍学校现存的问题有：1）SSI-L活动所涵盖的知识面较为宽泛，这些知识未成体系且不够深入；2）学生实践情况较差，课堂上仍以教师的知识讲解为主；3）教师之间的合作教研较少，整体的参与度不高。目前该校提出的可行性措施有：1）在后续的SSI-L活动中，针对已开展的各个专题进行深挖。例如，在能源建设与粉尘污染专题中，采取能源相关背景知识介绍结合本地企业大唐电厂实地考察的方式，对本地工厂的能源利用和环境污染等现状进行调查分析；2）进一步明确SSI-L活动的主要目标、教学方式以及教学内容等，采用汇编教学案例、教学活动以及教学内容等方式，建立更系统、更完整的课程体系，争取搭建富有特色的校本课程；3）全方位对课堂过程（例如学生的课堂活动材料、针对科任教师及学生的采访等）进行记录，跟踪观察部分学生。

其次，来自北京九中生物组的贾倩老师分享了该校开展SSI-L活动《微生物发酵技术在垃圾再处理中的运用》的进度。学生通过结合生活经验与课本所学的知识，想到了发酵堆肥法来进行垃圾再处理。该校项目组认为学生真正做到了自主学习，学生通过自己想办法解决问题，积极主动参与到活动中，坚持定期对样本的pH值等指标进行监测，意义重大。学生随后对微生物种群进行了分析，该校项目组认为，参与该活动的高一学生可能比高二学习该部分知识的学生所具备的能力更强。目前学生的思考并没有随着活动的终止而终止，学生提出了后续的研究方案，例如，分析液体肥的理化特性，了解液体肥对植物生理特征的影响。

AISL学科指导专家彭梦华老师认为北京九中所汇报的内容未突出SSI-L议题的争议性。另一方面，在SSI-L活动的安排上应注意形成跨学科意识，提升学生从多角度、综合各种知识来解决问题的能力。彭梦华老师点评山西师范大学实验中学在教学评价方面应注重综合能力的提高，例如，学生看待事物的态度、提出解决问题的方法等方面，而不仅仅是学生成绩方面的提升。

谭永平老师认为开展SSI-L活动确实需要具体的主题来依托，但是仍应紧扣SSI-L的星形图模型。贾倩老师对如何将SSI-L活动与高考联系起来存在困惑。谭老师认为开展SSI-L活动并不是以提升学生的高考成绩为最终目的，而是学生综合素质的提升，但是SSI-L活动的开展通过训练学生的思维是有益于高考的。

最后，谭老师对两所学校坚持在高中开展SSI-L活动表示了感谢。谭老师认为山西师范大学实验中学所实施的周二教师研讨、周三推进课程的方案值得推广和借鉴。谭老师建议在教学评价方面，可以持续跟踪学生在态度、责任担当和能力方面的进步，至于学生样本量是否过小，值得斟酌。谭老师认为山西师范大学实验中学对当前SSI-L活动开展的不足之处分析较为准确。在SSI-L活动开展的形式方面，谭老师认为山西师范大学实验中学可以更加注重突出科学性的实践活动，而北京九中较为突出科学实践，尚未体现SSI-L的跨学科融合学习特点。希望两所学校同时考虑活动的科学性与社会性，取得平衡。通过本次线上研讨，与会者对于SSI-L项目有了进一步的推进，各位专家的点评与建议对于接下来SSI-L项目的开展和研究均具有借鉴意义。接下来希望各校继续积累经验，促进SSI-L项目取得更好的成就！

In order to help each school to design SSI-L activities, the online salon was held at 7:00-8:30 pm of June 16 in Tencent Conference Room. Experts and teachers in each senior high partner school carried out sharing and discussion about the progress of current SSI-L implementation. Tan Yongping, the leader of national senior high school section, and the Director of Biology Office of People’s Education Publishing House hosted this seminar.

First, Yang Ying, from the Experimental Middle School of Shanxi Normal University, shared the implementation progress of current SSI-L activity. As to students’ learning effect, the project team of the school noticed that the overall class participation of students has been improved. According to teachers’ feedback, students’ participation of Chinese class has been improved, and students look forward to class discussion, while more students begin to ask teachers questions in physics, mathematics and other subjects. By focusing on observation of five active students and following up with their scores, three of them had large improvement in learning performance, while the score of the other two fluctuated a little, but of good class performance. Although the improvement in students’ performance cannot be attributed to their participation in SSI-L activities, the project team of the school still believed that participating in SSI-L activities is beneficial for students’ development. For example, in the Chinese class, students are more active with more positive thinking. Currently, the school is organizing the practical activity of Datang power plant, and it is planned to complete the practical survey within the summer holiday. Yang Ying also shared one video of student participating the SSI-L activity and expressing with confidence. She introduced the change of this student from being shy to actively participating in class and expressing the opinion. Yang Ying explained that the school has several existing issues: 1) SSI-L activity covers a wide range of knowledge, some of which are not in system or deep enough; 2) the practical situation of students is relatively poor, so teachers explaining the knowledge in class is still the main content; 3) the cooperative teaching and researching among teachers are not much, and the overall participation is not high. Currently, the school has proposed below feasible measures: 1) in the following SSI-L activities, the school will keep cultivating focusing on the topics that have already implemented. For example, in the topic of energy construction and dust pollution, relative background knowledge of energy is adopted to make the introduction, combining with the field visit of the local enterprise Datang power plant, so as to investigate and analyze the current situation of energy utilization and environmental pollution of local factories; 2) the main objectives, teaching methods, and teaching contents of SSI-L activities are further clarified, and methods of compiling teaching cases, teaching activities and teaching content are adopted, to establish a more systematic and complete course system, and try to build the distinctive school-based courses; 3) all-around recording of teaching process (including students’ classroom activity materials, and interview regarding to teachers and students) is conducted, so as to follow up and observe part of students.

Next, Jia Qian, from Beijing No. 9 Middle School Biology Group, shared the implementing progress of the SSI-L activity “Application of Microbial Fermentation Technology in Waste Re-Treatment”. By combining living experience and knowledge in book, students thought of the method of fermentation composting to conduct waste re-treatment. The project team of this school believed that students have truly achieved independent learning, and students tried to solve problems by themselves, actively participating in the activity, and keeping regular monitoring of indicators such as pH value of samples, which is of great significance. Students then analyzed microbial population. The project team of the school believed that students participated in the activity in senior grade one may have stronger ability in learning this part of knowledge. Currently, students’ thinking does not stopped when the activity is over, and the students proposed following research plan, for example, analyzing the physicochemical property of liquid manure, and understanding the effect of liquid manure on physiological characteristics of plants.

Peng Menghua, the AISL subject guidance expert, believed that the content reported by Beijing No.9 Middle School didn’t highlight the controversy of SSI-L topics. On the other hand, as to the arrangement of SSI-L activity, it should pay attention to the interdisciplinary awareness, so as to promote students’ ability to solve problems from multi-angle and using comprehensive knowledge. Peng Menghua commented that the Experimental Middle School of Shanxi Normal University should pay attention to the improvement of comprehensive ability, including students’ attitude towards things and method of proposing solutions to problems, not only limited to the improvement of students’ score.

Tan Yongping believed that implementing SSI-L activity should rely on detailed theme, and at the same time closely focus on the star chart model of SSI-L. Jia Qian expressed confusion on how to connect SSI-L activity with college entrance examination. Tan believed that implementing SSI-L activity should not take improving students’ score of college entrance examination as final objective, but should focus on improvement of students’ comprehensive quality. However, the implementing of SSI-L activity is beneficial for the exam through training of students’ thinking.

Finally, Tan expressed gratitude to the two schools for their persistence in implementing SSI-L activity in senior high school section. Tan believed that the plan of teachers’ seminar on Tuesday and class promotion on Wednesday implemented by the Experimental Middle School of Shanxi Normal University is worth promoting and learning. Tan suggested that in the teaching evaluation, it is important to continuously track student progress in attitude, accountability, and competence. As to whether the sample size of students is too small, it is a problem worth considering. Tan believed that the shortcomings of current implementation of SSI-L is accurately analyzed by the Experimental Middle School of Shanxi Normal University. As to the form of implementing of SSI-L activity, Tan believed that the Experimental Middle School of Shanxi Normal University should pay more attention to the practical activity highlighting the nature of science, while Beijing No.9 Middle School has highlighted scientific practice without showing the characteristic of interdisciplinary integration learning of SSI-L. It is hoped that the two schools should consider the scientific and social nature of the activity at the same time, so as to make balance. After this online seminar, participants have further promotion of the enhancement of SSI-L project, wherein the comments and suggestions from experts provide reference value towards the implementation and research of SSI-L project. It is hoped that schools should keep accumulating experience, so as to achieve better accomplishment of the SSI-L project!